<p><strong>UNIT 4: </strong><strong>LIFE IN THE PAST</strong></p>
<p><strong>Lesson 2: A closer look 1</strong></p>
<p><strong> </strong></p>
<p><strong>I/ OBJECTIVES</strong></p>
<ul>
<li>By the end of the lesson, students can: Use the lexical items related to life in the past</li>
<li>Identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly</li>
</ul>
<ol>
<li><strong> Knowledge: </strong></li>
<li>Grammar : simple</li>
<li>Lexical items : Vocabulary: lexical items related to life in the past</li>
<li><strong> Skills:</strong></li>
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<p>- Listening, Speaking, Reading,Writing and interactive skills</p>
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<li><strong> Attitude:</strong></li>
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<p>- Cooperation, respect, having right and friendly attitudes with friends, teachers in the new school</p>
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<li><strong> Quality and competence: </strong></li>
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<p>- Be confident and friendly with the new school environment</p>
<p>- Develope listening, speaking skills and cooperative interaction</p>
<p><strong>II/ </strong><strong>TEACHING AIDS </strong>(<strong>MATERIALS</strong>)</p>
<p><strong>1.Teacher</strong>’<strong>s preparation</strong>:</p>
<p>- Lesson plan, Pictures, posters ,textbook,CD-MP3(Computer-Multi projector/cassette/ “sách mềm”) and other materials</p>
<p><strong>2.Students</strong>’<strong> preparation</strong>:</p>
<p>- Textbook, notebook, school things.</p>
<p><strong>III/</strong> <strong>WORKING ARRANGEMENTS( WAYS OF WORKING )</strong></p>
<p>- Pair work , individual work, group work, T-WC</p>
<p><strong>IV/</strong> <strong>TEACHING</strong> <strong>PROCEDURE :</strong></p>
<p>1-Greeting`and checking students’ adtendence: Total: In: ......... Out: .......... .</p>
<p>2-Checking the old lesson</p>
<p>3-New lesson:</p>
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<p><strong>Teacher and students </strong><strong>’</strong><strong> activities</strong></p>
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<p><strong>Contents</strong></p>
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<p><strong>1- Warm up (5'):</strong></p>
<p>- Free talk</p>
<p>- Check up old lesson</p>
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<p><strong> </strong></p>
<p>T- Ss</p>
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<p><strong>2. Vocabulary (15')</strong></p>
<p><strong>1</strong><strong>. Match a verb in A with a word/phrase in B (P42)</strong></p>
<p><strong>- </strong>AskSs to do the matching individually. Then allow them to share their answers with a partner. Check as a class.</p>
<p><strong>Note</strong>: Ss might have difficultly with the meaning of ‘act out stories’, ‘go bare-footed’, and ‘dance to drum music’. To check comprehension, T can ask Ss to mine activities to ensure everyone has a thorough understanding of the phrases.</p>
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<p> </p>
<p>- Ss work individually to complete this exercise</p>
<p><strong>1</strong><strong>Key:</strong></p>
<p>1. f 2. g 3. b 4. a </p>
<p>5. c 6. e 7. h 8. d</p>
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<p><strong>2.Use the newly – formed phrases in 1 with the verbs in their... (P42)</strong></p>
<p>- Ss work individually. Ask them to choose the correct answer for each sentence first.</p>
<p>- They then read the sentence carefully to determine the form and the tense of the verb.</p>
<p>- Check the answers as a class.</p>
<p> </p>
<p> </p>
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<p><strong>3.Choose a word/phrase from the box to ... (P42)</strong></p>
<p><strong>- </strong>HaveSs work individually. Then they can exchange their answers with a partner.</p>
<p>- Check as a class. Now ask for volunteers, or select Ss, to make new sentences using these words and phrases.</p>
<p>- Let the rest of the class decide whether the sentence makes sense or not.</p>
<p>- Try to give lots of Ss a go, not just the ones who are the most extrovert in the class.</p>
<p><strong>4.</strong><strong> Complete the sentences... (p42)</strong></p>
<p>- These words have similar meanings. Before Ss do the task, ask Ss to cover the <strong>REMEMBER</strong>!box and elicit the definitions if possible, then allow Ss to read the definitions before they ask Ss to do the task.</p>
<p>- Have Ss read each sentences. For example, sentence 1 needs a noun because this word stands sfter article ‘a’. they then complete all the sentences.</p>
<p>- Confirm the correct answers as a class.</p>
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<p>- Individual work</p>
<p><strong>2.</strong><strong>Key</strong>:</p>
<p>1. kept a diary </p>
<p>2. Entertain themselves </p>
<p>3. Preserve our traditions </p>
<p>4. Use your imagination </p>
<p>5. acting out stories </p>
<p>6. Collect the post</p>
<p>7. going bare-footed </p>
<p>8. Dance to drum music</p>
<p><strong> </strong></p>
<p>- Ss work individually</p>
<p><strong>3.</strong><strong>Key:</strong></p>
<p>1. seniority 2. Illiterate 3. Street vendors</p>
<p>4. strict rules 5. Physical 6. Face to face</p>
<p> </p>
<p> </p>
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<p>- Ss work individuallyto complete the task</p>
<p><strong>4.</strong><strong>Key:</strong></p>
<p>1. habit 2. Behavior 3. Tradition</p>
<p>4. habit 5. Practice 6. Behavior</p>
<p> </p>
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<p><strong>Pronunciation (15'')</strong></p>
<p><strong>Stress on auxiliary in sentences</strong></p>
<p><strong>5.Listen and underline the auxiliary... (P43)</strong></p>
<p><strong>-</strong> AskSs to note all the auxiliaries they find in the sentences first. Discuss with them which ones they think will be stressed.</p>
<p>- Play the recording. Ss listen and underline the stressed auxiliaries.</p>
<p>- They then repeat the sentences with a focus on the stressed ones.</p>
<p>Since Ss often see auxiliaries as unstressed, it is a good idea to give Ss some initial guidance from the <strong>REMEMBER!</strong>box under exercise 5 before they actually do the exercise.</p>
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<p><strong>6.</strong><strong> Underline an auxiliary if it is stressed... (P43)</strong></p>
<p><strong>-</strong> HaveSs work individually to stress the auxiliaries.</p>
<p>- Ask them to refer to the REMEMBER! box as they do the exercise. Then play the recording. Ss listen, check, and say the sentences.</p>
<p>- Call on some Ss to say the sentences individually.</p>
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<p><strong> </strong></p>
<p><strong>5.</strong><strong>Audio script+ Key</strong>:</p>
<p>1. Life will be improved on those remote areas.</p>
<p>2. They can see the rain coming in from the west.</p>
<p>3. You did make me laugh!</p>
<p>4. He hasn’t handed in his assignment.</p>
<p>5. I don’t like the idea of going there at night.</p>
<p>6. Sam doesn’t like fast food but I do.</p>
<p><strong>Note</strong>: This exercise focuses only on stressed/unstressed auxiliaries. Sentences 1 and 2 contain no stressed auxiliaries</p>
<p><strong>6.</strong><strong>Audio script + Key:</strong></p>
<p>1. - The men in my village used to catch fish with a spear.</p>
<p>- Could you do that?</p>
<p>- No, I couldn’t.</p>
<p>2. I have told many times not to leave the door open.</p>
<p>3. We’re going to visit Howick, a historical village.</p>
<p>4. - You aren’t going to the party? Is it because you can’t dance?</p>
<p>- I can dance. Look!</p>
<p>5. - I hope she doesn’t damage to the car.</p>
<p>- Don’t worried. She does know how to drive.</p>
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<p><strong>4.Further practice:</strong></p>
<p>- Retell the whole lesson</p>
<p><strong>5.Production:</strong></p>
<p>- Learn by heart all the new words.</p>
<p>- Do Ex in workbook</p>
<p>- Prepare: <strong>Unit 4: Closer Look 2</strong></p>
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<p> </p>
<p>- Answer teacher's questions.</p>
<p>- Say out the words</p>
<p> </p>
<p>- Take note</p>
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